SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Managing the Learning Programme 
SAQA US ID UNIT STANDARD TITLE
7398  Managing the Learning Programme 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  20 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2000-10-11  2003-10-11  SAQA 0632/00 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-10-11   2007-10-11  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
13852  Manage the ECD learning programme  Level 4  NQF Level 04  20  Complete 

PURPOSE OF THE UNIT STANDARD 
This is a core unit standard of the National Certificate in ECD at Level 4.

Learners are able to:
  • manage and administer the learning environment in response to the needs of communities and families in a particular setting;
  • establish positive relationships with co-workers, families and the community. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • The applied competence outlined in Managing the Learning Programme at Level 1.
  • Literacy and numeracy at Level 1. 

  • UNIT STANDARD RANGE 
    This Unit Standard is suitable for practitioners working with children between the ages of 0 and 9 years and their families in all types of settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases/settings:
  • 0 - 3 years (group or informal or family setting)
  • 2 - 6 years (group or informal or family setting)
  • 5 - 9 years (group or informal)

    At this level, practitioners demonstrate the ability to:
  • work with colleagues, parents and community in a cooperative and proactive way in facilitating the learning and development of children;
  • use accepted principles for planning and organising learning activities over time to provide an integrated learning programme with sufficient variety of experiences for children to progress satisfactorily towards the achievement all specific learning outcomes of the national curriculum guidelines;
  • use appropriate assessment methods and procedures to monitor and record children's progress and communicate it to family members in a meaningful and supportive way;
  • perform administrative responsibilities with sufficient competence to ensure a well-run, purposeful programme responsive to the needs of children, families and community;
  • manage learning resources effectively and improvise educational equipment and materials where necessary;
  • advocate good quality ECD provision within a rights culture;
  • implement a professional approach to one's work. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Work co-operatively with all other adults involved in the programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Participation is constructive in team meetings and discussions. 

    ASSESSMENT CRITERION 2 
    2. Responsibilities and duties are agreed with co-workers and carried out in a positive way which promotes co-operation and good relationships in the team. 

    ASSESSMENT CRITERION 3 
    3. Responsibility is accepted for mistakes or poor performance and efforts are made to improve one's work. 

    ASSESSMENT CRITERION 4 
    4. Communication is open, information is shared and support is provided to co-workers when needed. 

    ASSESSMENT CRITERION 5 
    5. A positive contribution is made to the resolution of conflict situations and problem- solving within the team. 

    SPECIFIC OUTCOME 2 
    Encourage family and community involvement in the programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Family members are encouraged to participate in activities with children and/or in activities related to maintaining a good programme. 

    ASSESSMENT CRITERION 2 
    2. Various opportunities to appreciate and honour children's families and cultural background are provided as a regular part of the programme. 

    ASSESSMENT CRITERION 3 
    3. Value-conflicts relating to child-rearing practices and family preferences are discussed respectfully with family members. 

    ASSESSMENT CRITERION 4 
    4. The daily programme is adapted flexibly to meet family needs where possible. 

    ASSESSMENT CRITERION 5 
    5. Information about children's development and needs is shared with families informally on an individual basis and in more structured group situations. 

    ASSESSMENT CRITERION 6 
    6. A contribution is made towards building and maintaining good relationships between the ECD programme and the community, including other agencies and services. 

    ASSESSMENT CRITERION 7 
    7. Available resources in the community are used to support the ECD programme. 

    SPECIFIC OUTCOME 3 
    Implement a planned learning prog that supports the care and educ of children in the nat school curr 
    OUTCOME NOTES 
    Implement a planned learning programme that supports the care and education of children within the national school curriculum. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Space, equipment and materials are arranged attractively to stimulate children's interest and encourage active learning. 

    ASSESSMENT CRITERION 2 
    2. Activities are organised to make the best use of available space, both inside and outside, and to avoid crowding. 

    ASSESSMENT CRITERION 3 
    3. A wide variety of developmentally-appropriate learning resources (including natural, improvised, scrap and commercial materials) are provided to engage the interests of children and support the learning programme. 

    ASSESSMENT CRITERION 4 
    4. The daily programme (schedule, time table) is planned and implemented to meet children's needs for routine, play and active learning through a balance of different types of activities. 

    ASSESSMENT CRITERION 5 
    5. Learning activities and experiences are planned on a daily, weekly and longer term basis in response to children's interests and developmental needs within the context of the national school curriculum. 

    ASSESSMENT CRITERION 6 
    6. Basic principles for selecting and sequencing learning activities are applied in planning the learning programme. 

    ASSESSMENT CRITERION 7 
    7. Programme activities are regularly evaluated and the planned learning programme adapted accordingly. 

    SPECIFIC OUTCOME 4 
    Assess children's progress and report on this to parents or guardians. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The process of continuous outcomes-based assessment is understood, and its application relies on performance during real daily activities (i.e. not contrived assessment activities or tasks). 

    ASSESSMENT CRITERION 2 
    2. The assessment methods and procedures used are appropriate to the children's broad level of development and physical capabilities, and are sufficiently comprehensive and systematic to provide a valid description of the child's progress. 

    ASSESSMENT CRITERION 3 
    3. The methods of procedures used to discuss or report on children's progress to family members are appropriate to the setting, supportive and meaningful to families. 

    ASSESSMENT CRITERION 4 
    4. Family members are helped to understand the criteria used to assess their children. The assessment of children's progress is used to identify children needing specific assistance, and appropriate activities or strategies are planned to help each child. 

    ASSESSMENT CRITERION 5 
    5. Understanding of the relationship between observation for assessing children's progress and observation for facilitating learning and development is demonstrated. 

    SPECIFIC OUTCOME 5 
    Maintain administrative systems for managing the learning programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Assistance with admission procedures is provided if necessary. 

    ASSESSMENT CRITERION 2 
    2. Records of information about children's health and educational progress, programme planning and evaluations are kept up to date and in an accessible filing system. 

    ASSESSMENT CRITERION 3 
    3. Monies received or paid out are in accordance with agreed financial controls and properly recorded. 

    ASSESSMENT CRITERION 4 
    4. Procedures for the supply, storage and maintenance of equipment and materials are implemented efficiently. 

    SPECIFIC OUTCOME 6 
    Maintain standards of early childhood care and education 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Problems and weaknesses in the programme have been identified, and efforts to improve the quality of the service are being made in co-operation with co-workers, families and the community. 

    ASSESSMENT CRITERION 2 
    2. Recognition of how personal values, opinions and biases can influence one's judgement and behaviour is demonstrated. 

    ASSESSMENT CRITERION 3 
    3. Decisions about children and programme planning are based on knowledge of early childhood development and teaching practices. 

    ASSESSMENT CRITERION 4 
    4. All personal information about children and families is kept confidential 

    ASSESSMENT CRITERION 5 
    5. Good quality services and rights for children and families are advocated through working with families, the community and other practitioners. 

    ASSESSMENT CRITERION 6 
    6. Self-awareness of motivation, values and attitudes, strengths and weaknesses and tolerance of difference between people is demonstrated. 

    ASSESSMENT CRITERION 7 
    7. Communication with co-workers, parents, community and people in positions of authority is effective. 

    ASSESSMENT CRITERION 8 
    8. An effort is made to gain knowledge and increase vocational competence (e.g. attending workshops, reading useful articles, relevant radio or TV programmes, learning from others, asking questions). 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Structured interview to assess attitudes, values, human relations and communication skills, self-awareness, underpinning knowledge and professional commitment.
  • Workplace assessment to assess the implementation of the planned programme, and to validate interview and other sources of evidence where possible.
  • Records relating to team work, family and community involvement, planning, assessment and administration.
  • Portfolio of relevant assignments, collections of resource material, family information leaflets, posters, etc.
  • Work appraisals or opinion questionnaires completed by person(s) in management positions, supervisory staff, co-workers and/or family members (depending on the evidence required, e.g. administrative skills, parent and community involvement, team work, human relations and self-awareness, professional commitment).
  • Moderation: Scrutiny of all written assessment records, administrative records, portfolio, assignments and other evidence; random workplace assessment by an external assessor. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can apply an understanding of the following:
  • human relations skills including effective communication with adults, assertiveness, basic conflict management, negotiation and mediation skills;
  • practical strategies for involving family and community members in the ECD programme, and in advocacy for children;
  • how adults learn and of appropriate ways of sharing information, both informally and through discussions and workshops (at a practical level);
  • how to include children from different cultural backgrounds, those who speak different languages and those with special needs;
  • the implications of the socio-economic context in which children, families and the community live for ECD programmes;
  • the implications of a human rights culture for ECD provision in South Africa;
  • different traditions and cultural heritages in South Africa;
  • the basic principles for organising the physical learning environment, both inside and outside, for planning the daily programme, and for planning the learning programme over time;
  • general principles of key theories of child development and learning, including indigenous theories embedded in traditional childbearing practices;
  • the outcomes-based approach to education and how it differs from more traditional educational approaches;
  • the national curriculum framework, the learning areas and outcomes, and their implementation in the foundation phase at a general level;
  • appropriate methods and procedures for evaluating programme activities, and for assessing, recording and communicating children's progress to their families;
  • the basic principles underlying administration procedures required in ECD community-based services;
  • awareness of one's own motivation, attitudes and values and the implications for ECD practice;
  • standards for ECD provision, including legal requirements and regulations.


    Learners demonstrate the following attitudes and values:
  • inclusive anti-bias approach in work with children, co-workers, family and community members;
  • respect for traditional childbearing values and practices, religious and cultural practices regarding spiritual development, health, diet, etc
  • accepts responsibility for making a positive contribution to the management and quality of the ECD service, and for personal growth and development. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflecting on and exploring a variety of strategies to learn more effectively.

    2. Participating as responsible citizens in the life of local communities.

    3. Being culturally sensitive across a range of social contexts.

    4. Exploring education and career opportunities in the ECD field.

    5. Developing entrepreneurial opportunities in setting up and managing ECD services. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems showing that responsible decisions using critical and creative thinking in managing the programme. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team and a community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to children's needs, learning and development. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively (with children and adults) using visual, mathematical and language skills in both oral and written modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology effectively and critically in managing the learning programme, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 13852, which is "Manage the ECD learning programme", Level 4, 20 credits.
  • Outcome 1 assumes that the practitioner is working in a team with another practitioner and/or in a programme with several other practitioners. If the practitioner is working quite alone with a group of children, this should be noted as some of the assessment criteria will not be applicable.
  • This unit standard focuses on the competence required at Level 4 of all ECD practitioners working with children between the ages of 0 and 9 years. Practitioners responsible for the management of small-scale community-based ECD services can demonstrate relevant applied competence through the Elective unit standard on Managing a Small-scale ECD Service at Level 3 or more advanced management skills required for medium-scale community-based services through Managing a Medium-scale ECD Service at Level 5. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  15982   National Certificate: Early Childhood Development: Preschool Phase  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.